Which of the following is the limitation of Tyler’s model of curriculum evaluation ?
It is not useful for diagnosis of reasons why a curriculum has failed
Ralph Tyler's objectives-based model (1949, Basic Principles of Curriculum and Instruction) evaluates a curriculum by checking how far the pre-stated behavioural objectives have been achieved by the learners.
Its major limitation is that it only tells whether the objectives were attained or not; it is outcome-focused and does not examine the context, inputs or process, so it cannot diagnose the reasons why a curriculum has failed.
The model is actually simple and systematic, not complicated; it does describe the selection and organisation of learning experiences as one of its four basic questions; and far from neglecting objectives, it is built entirely around them.
Hence, the answer is It is not useful for diagnosis of reasons why a curriculum has failed.
Similar Questions
.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
Summative evaluation is .............. in nature.
Learning process is monitored by ............... Evaluation.
Which of the following statements is/are true about the criterion referenced test ?
(I) It makes the comparative evaluation of individual’s performance with the predetermined standard.
(II) It compares individual’s performance with normative performance.
The CIPP model of curriculum evaluation concentrates on ..........
A type of performance evaluation that is done by one or more people of matching competencies is ....... .
A student’s score on Norm Referenced Test is best used to provide information about student’s ...........
According to the Kirkpatrick model of evaluation on which level we can measure the institutional outcomes?
Arrange the factors of evaluation process in order to sequence :
(i) Evidence on teaching-learning operations
(ii) Evidence on factors affecting learning
(iii) Evidence on pupil behaviour pertaining to objective
(iv) Objectives
Choose the correct answer from the options given below :
For diagnostic tests, the test-difficulty is .................. .
Important Questions from Types of Evaluation - Teaching
- Which type of evaluation ensures that the learning objectives are achieved at the end of instruction ?
.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
Summative evaluation is .............. in nature.
Which of the following are the characteristics of criteron‐referenced‐interpretation of test scores?
A. Achievement of specific skills or concepts by each individual learner is assessed.
B. Instructional objectives are based on identified skills, rather than on broader learning.
C. Test‐items discriminate between examinees in terms of their relative postions in the group tested.
D. Scores are expressed in terms of percentile ranks or stanines to ensure inter‐examinee comparison.
E. An examinee can compare his own performance in terms of development of skills over testing occasions.
Choose the correct answer from the options given below.
Learning process is monitored by ............... Evaluation.
